Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.     

The Comparative Impacts of Social Justice Educational Methods on Political Participation,Civic Engagement,and Multicultural Activism

This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism.     

Abusive head trauma in young children: characteristics and medical charges in a hospitalized population

OBJECTIVE: To describe the presenting characteristics, hospital course, and hospital charges associated with hospital admissions for head trauma in young children at a regional pediatric trauma center, and to examine whether these factors differ among abused and non-abused subjects. METHOD: Comparative case series study involving a retrospective medical record review of children less than 3 years of age admitted to Children's Hospital of Pittsburgh from January 1, 1995 to December 31, 1999. Subjects (n=377) were identified on the basis of ICD-9-CM codes for head injury. Subjects were classified as abused or non-abused based on standard criteria using information about the type of injuries, the history provided by the caretaker, and physical and radiographic findings. RESULTS: Eighty nine (23.6%) subjects were classified as abused and 288 (76.4%) were classified as non-abused. Abused subjects were more likely then non-abused subjects to be <1 year of age (vs. >1 year of age) (OR: 9.8; 95% CI: 5.0, 19.2), covered by Medicaid (vs. commercial insurance) (OR: 2.8; 95% CI: 1.7, 4.8), and admitted to the ICU (OR: 3.5; 95% CI: 2.1, 5.8; p<.001). The caretakers of abused subjects were more likely to give a history of no trauma or minor trauma compared to the caretakers of non-abused subjects (97% vs. 54%, p<.001). Length of stay was significantly greater for abused subjects versus non-abused subjects (mean: 9.25 days vs. 3.03 days, p<.001). Hospital charges (1999 dollars) were significantly higher for abused (mean+/-SD: 40,082 dollars +/- 58,004 dollars) versus non-abused (mean +/- SD: 15,671 dollars +/- 41,777 dollars) subjects. CONCLUSIONS: These results highlight the differences in the demographics, presenting characteristics and economic impact of abusive head injuries compared to non-abusive head injuries.     

Head Start and Unintended Injury: The Use of the Family Map Interview to Document Risk

Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment.     

EQUITY IN MATHEMATICS AND SCIENCE OUTCOMES: CHARACTERISTICS ASSOCIATED WITH HIGH AND LOW ACHIEVEMENT ON PISA 2006 IN IRELAND

Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.     

Adults matter: Protecting children from the negative impacts of bullying

This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc.